Vol. 20 Núm. 3 (2022)
Artículos

Variables que Afectan el Aprendizaje del Inglés: Modelo con Ecuaciones Estructurales

Juan Fernando Gómez
Biografía
Jorge Emiro Restrepo
Biografía
Claudio Díaz Larenas
Biografía
Publicado 27 junio 2022

Palabras clave:

Ansiedad, Aprensión comunicativa, Competencia comunicativa, Motivación, Personalidad
Cómo citar
Gómez, J. F. ., Restrepo, J. E. ., & Díaz Larenas , C. (2022). Variables que Afectan el Aprendizaje del Inglés: Modelo con Ecuaciones Estructurales. REICE. Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educación, 20(3). https://doi.org/10.15366/reice2022.20.3.003

Resumen

Existen variables que inciden en el aprendizaje de una lengua extranjera y mucho más, al alcanzar el desarrollo de la competencia comunicativa. En esta investigación se propuso determinar si las Estrategias de Comunicación Oral (ECO) y el Temor a la Evaluación Negativa (TEN) tienen efectos estadísticamente significativos sobre la Disposición para Comunicarse (DPC) y de qué forma lo hacen. Mediante un modelo con ecuaciones estructurales (MEE), se realizó una investigación ex post facto, no experimental, de corte transversal, de nivel explicativo con una muestra de 843 estudiantes universitarios. Se administraron el Inventario de Estrategias de Comunicación Oral, la versión reducida de la Escala de Temor a la Evaluación Negativa y el Cuestionario sobre Disposición para Comunicarse para recolectar los datos. El MEE demostró que las estrategias orientadas hacia la fluidez y la exactitud influyen positivamente sobre la DPC; las socioafectivas inciden negativamente sobre el TEN, mientras que las estrategias de abandono del mensaje lo hacen positivamente; el TEN ejerce un efecto negativo sobre la DPC. La DPC es un factor importante en el aprendizaje de una lengua extranjera puesto que permite alcanzar la competencia comunicativa e identificar las variables que la afectan positiva y negativamente es fundamental para su intervención.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Amengual-Pizarro, M. (2018). Foreign language classroom anxiety among English for specific purposes (ESP) students. International Journal of English Studies, 18(2), 145-159. https://doi.org/10.6018/ijes/2018/2/323311

Aomr, J., Seng, G. y Kapol, N. (2020). Relationship between willingness to communicate in English and classroom environment among Libyan EFL learners. Universal Journal of Educational Research, 8(2), 605-610. https://doi.org/10.13189/ujer.2020.080232

Atma, N. y Nosmalasari, N. (2016). Communication strategies: Do they differ across the students’ level of language learning anxiety? Proceedings of ISELT FBS Universitas Negeri Padang, 4(2), 162-169.

Ayedoun, E., Hayashi, Y. y Seta, K. (2019). Adding communicative and affective strategies to an embodied conversational agent to enhance second language learners’ willingness to communicate. International Journal of Artificial Intelligence in Education, 29(1), 29-57. https://doi.org/10.1007/s40593-018-0171-6

Bergil, A. S. (2016). The influence of willingness to communicate on overall speaking skills among EFL learners. Procedia-Social and Behavioral Sciences, 232, 177-187. https://doi.org/10.1016/j.sbspro.2016.10.043

Bijani, H. y Sedaghat, A. (2016). The application of communication strategies by students with different levels of communication apprehension in EFL context. Theory and Practice in Language Studies, 6(2), 366-371. https://doi.org/10.17507/tpls.0602.19

Consejo de Europa. (2002). Marco común europeo de referencia para las lenguas: Aprendizaje, enseñanza, evaluación. Centro Virtual Cervantes.

Díaz, E. R. (2006). Estudio sobre las inteligencias inter-e intrapersonales como instrumentos de desarrollo de las disposición a comunicarse en el aula [Tesis doctoral, Universidad de Huelva]. Archivo de la Universidad de Huelva.

Falero, F. J. y Garcia, L. (2016). La ansiedad y sus manifestaciones en estudiantes de español lengua extranjera: Estudio de caso en los niveles A2 y B1. En VVAA., IX Congreso internacional de la asociación asiática de hispanistas (pp. 253-264). SINOELE.

Farzam, M. (2017). The effect of cognitive and metacognitive strategy training on intermediate Iranian EFL learners’ willingness to communicate. International Journal of Applied Linguistics and English Literature, 7(1), 193-196. https://doi.org/10.7575/aiac.ijalel.v.7n.1p.193

Gallego, M. J., Botella, C., Quero, S., Baños, R. M. y García-palacios, A. (2007). Propiedades psicométricas de la escala de miedo a la evaluación negativa versión breve (BFNE) en muestra clínica. Revista de Psicopatología y Psicología Clínica, 12(3), 163-176. https://doi.org/10.5944/rppc.vol.12.num.3.2007.4042

Gatcho, A. R. y Hassan, B. (2019). What is so scary about learning English? Investigating language anxiety among Filipino college students. Premise: Journal of English Education and Applied Linguistics, 8(2), 127-143. https://doi.org/10.24127/pj.v8i2.2221

Gómez, J. F. y Díaz Larenas, C. (2020). Uso de estrategias comunicativas para la habilidad de escucha y su relación con el nivel de inglés de estudiantes universitarios. Revista Complutense de Educación, 31(4), 413-422. https://doi.org/10.5209/rced.65406

Horwitz, E. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126. https://doi.org/10.1017/s0267190501000071

Horwitz, E. K., Horwitz, M. B. y Cope, J. A. (1986). Foreign language classroom anxiety. En E. K. Horwitz y J. D. Young (Eds.), The language anxiety: From theory and research to classroom implications (pp. 153-168). Prentice Hall. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x

Iliyas, S. M. M. (2015). To say or not to say: Message abandonment as communication strategy in group discussion. En L. A. Wahid (Ed.), International conference on language, literature, culture and education (pp. 257-268). Singapore.

Joe, H. K., Hiver, P. y Al-Hoorie, A. H. (2017). Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings. Learning and Individual Differences, 53, 133-144. https://doi.org/10.1016/j.lindif.2016.11.005

Khajavy, G. H., MacIntyre, P. D. y Barabadi, E. (2017). Role of the emotions and classroom environment in willingness to communicate. Studies in Second Language Acquisition, 40(3), 1-20. https://doi.org/10.1017/S0272263117000304

Leary, M. R. (1983). A brief version of the fear of negative evaluation scale. Personality and Social Psychology Bulletin, 9(3), 371-375. https://doi.org/10.1177/0146167283093007

MacIntyre, P. D. (2017). An overview of language anxiety research and trends in its development. En J. M. Gkonou, C. Daubney y M. Dewaele (Ed.), New insights into language anxiety: Theory, research and educational implications (pp. 11-30). Multilingual Matters.

MacIntyre, P. D., Clément, R., Dörnyei, Z. y Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. Modern Language Journal, 82(4), 545-562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x

Manipuspika, Y. S. (2018). Correlation between anxiety and willingness to communicate in the Indonesian EFL context. Arab World English Journal, 9(2), 200-217. https://doi.org/ 10.24093/awej/vol9no2.14

Mesgarshahr, A. y Abdollahzadeh, E. (2014). The impact of teaching communication strategies on EFL learners’ willingness to communicate. Studies in Second Language Learning and Teaching, 4(1), 51-76. https://doi.org/10.14746/ssllt.2014.4.1.4

McCroskey, J. C. y Richmond, V. P. (1990). Willingness to communicate: A cognitive view. Journal of Social Behavior and Personality, 5(2), 19-33.

Mirsane, M. y Khabiri, M. (2016). The effect of teaching communicative strategy on EFL learners’ willingness to communicate. Theory and Practice in Language Studies, 6(2), 399-407. https://doi.org/10.17507/tpls.0602.24

Nakatani, Y. (2006). Developing an oral communication strategy inventory. Modern Language Journal, 90(2), 151-168. https://doi.org/10.1111/j.1540-4781.2006.00390.x

Nakatani, Y. (2010). Identifying strategies that facilitate EFL learners’ oral communication: A class room study using multiple data collection procedures. Modern Language Journal, 94(1), 116-136. https://doi.org/10.1111/j.1540-4781.2006.00390.x

Nugroho, A. P. (2019). Communication strategies used by EFL learners with different English achievements in oral communication. Indonesian Journal of Languaje Teaching and Linguistics, 4(3), 138-155. https://doi.org/10.30957/ijotl-tl.v4i3.606

Pawlak, M. (2018). Investigating the use of speaking strategies in the performance of two communicative tasks: The importance of communicative goal. Studies in Second Language Learning and Teaching, 8(2), 269-291. https://doi.org/10.14746/ssllt.2018.8.2.5

Philp, J. y Gurzynski-Weiss, L. (2020). On the role of the interlocutor in second language development: a cognitive-interationist approach. En L. Gurzynski-Weiss (Ed.), Cross-theoretical explorations of interlocutors and their individual differences (pp. 19-50). John Benjamins Publishing Company. https://doi.org/10.1075/lllt.53.02phi

Rastegar, M. y Gohari, S. S. M. (2016). Communication strategies, attitude, and oral output of EFL learners: A study of relations. Open Journal of Modern Linguistics, 6(5), 401-419. https://doi.org/10.4236/ojml.2016.65036

Rezaei, M. y Manzari, E. (2016). Does nationality matter?? Use of oral communication strategies in the interlanguage production of international students. En VV.AA., The 14th international TELLSI conference (pp. 1-25). Islamic Azad University Kerman Branch.

Riasati, M. J. y Rahimi, F. (2018). Situational and individual factors engendering willingness to speak English in foreign language classrooms. Cogent Education, 5(1), 1-15. https://doi.org/10.1080/2331186X.2018.1513313

Risueño, J. J., Vázquez, M. L., Hidalgo, J. y de la Blanca, S. (2016). Language learning strategy use by Spanish efl students: The effect of proficiency level, gender, and motivation. Revista de Investigacion Educativa, 34(1), 133-149. https://doi.org/10.6018/rie.34.1.232981

Šafranj, J. y Zivlak, J. (2019). Effects of big five personality traits and fear of negative evaluation on freign language anxiety. Croatian Journal of Education, 21(1), 275-306. https://doi.org/10.15516/cje.v21i1.2942

Shirvan, M. E., Khajavy, G. H., MacIntyre, P. D. y Taherian, T. (2019). A meta-analysis of L2 willingness to communicate and its three high-evidence correlates. Journal of Psycholinguistic Research, 48(6), 1241-1267. https://doi.org/10.1007/s10936-019-09656-9

Tian, S. y Mahmud, M. (2018). A study of academic oral presentation anxiety and strategy employment of EFL graduate students. Indonesian Journal of EFL and Linguistics, 3(2), 149-170. https://doi.org/10.21462/ijefl.v3i2.78

Tuyen, L., An, H. y Hong, T. (2020). Strategies used by undergraduate english-majored students in oral communication. VNU Journal of Foreign Studies, 36(1), 45-66. https://doi.org/10.25073/2525-2445/vnufs.4506

Tzoannopoulou, M. (2016). Foreign language anxiety and fear of negative evaluation in the Greek university classroom. Selected Papers on Theoretical and Applied Linguistics, 21, 823-838. https://doi.org/10.26262/istal.v21i0.5272

Widiarini, W. (2019). A closer look at communication strategy: A framework for the term communication strategy. Journal of Development Research, 3(1), 14-19. https://doi.org/10.28926/jdr.v3i1.63

Yashima, T. y Macintyre, P. D. (2018). Situated willingness to communicate in an L2: Interplay of individual characteristics and context. Language Teaching Research, 22(1), 115-137. https://doi.org/10.1177/1362168816657851

Zare, M., Shooshtari, Z. G. y Jalilifar, A. (2020). The interplay of oral corrective feedback and L2 willingness to communicate across proficiency levels. Language Teaching Research. https://doi.org/10.1177/1362168820928967

Zhou, J. y Huang, L.-S. (2018). An exploration of strategies used by Chinese graduate students in electrical engineering and education: integrating questionnaire, task performance, and post-task recall data. Asian-Pacific Journal of Second and Foreign Language Education, 3(15), 1-22. https://doi.org/10.1186/s40862-018-0054-2